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Group awareness and regulation in computer-supported collaborative learning

Schnaubert, Lenka; Bodemer, Daniel

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Authors

Daniel Bodemer



Abstract

Group awareness is of critical relevance for collaborative learning and interaction and is thus often referred to in CSCL research. However, the concept is only vaguely defined as some kind of understanding or perception of characteristics of learning partners or the collaborating group. Most CSCL research activities concerned with group awareness aim at modifying learners' awareness using so-called group awareness tools. However, there are much less attempts to measure group awareness and to conceptualize its formation. Thus, building on existing group awareness research, this article derives a conceptualization with six defining aspects of group awareness: (1) group awareness is cognitive, (2) group awareness is conscious, (3) group awareness is current, (4) group awareness is individual, (5) group awareness is social, and (6) group awareness is perceived as valid. Additionally, while it is often assumed that group awareness builds on self-regulatory skills, its role in regulating behavior and cognition within a social context is seldom explored. Thus, this article aims at defining and analyzing the concept of group awareness, specifying its relation to regulatory processes, and sketching possible research paths whilst building on, complementing, and informing tool-driven research.

Citation

Schnaubert, L., & Bodemer, D. (2022). Group awareness and regulation in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 17(1), 11-38. https://doi.org/10.1007/s11412-022-09361-1

Journal Article Type Article
Acceptance Date Jan 18, 2022
Online Publication Date Mar 9, 2022
Publication Date 2022-03
Deposit Date Mar 14, 2023
Publicly Available Date Mar 15, 2023
Journal International Journal of Computer-Supported Collaborative Learning
Print ISSN 1556-1607
Electronic ISSN 1556-1615
Publisher Springer Verlag
Peer Reviewed Peer Reviewed
Volume 17
Issue 1
Pages 11-38
DOI https://doi.org/10.1007/s11412-022-09361-1
Keywords Human-Computer Interaction; Education; Group awareness; CSCL; Metacognitive regulation; Partner modelling; Working memory
Public URL https://nottingham-repository.worktribe.com/output/18521458
Publisher URL https://link.springer.com/article/10.1007/s11412-022-09361-1

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Licence
https://creativecommons.org/licenses/by/4.0/

Copyright Statement
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.





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